Contesting the Middle Ages is a thorough exploration of recent arguments surrounding nine hotly debated topics: the decline and fall of Rome, the Viking invasions, the Crusades, the persecution of minorities, sexuality in the Middle Ages, women within medieval society, intellectual and environmental history, the Black Death, and, lastly, the waning of the Middle Ages. The historiography of the Middle Ages, a term in itself controversial amongst medieval historians, has been continuously debated and rewritten for centuries. In each chapter, John Aberth sets out key historiographical debates in an engaging and informative way, encouraging students to consider the process of writing about history and prompting them to ask questions even of already thoroughly debated subjects, such as why the Roman Empire fell, or what significance the Black Death had both in the late Middle Ages and beyond. Sparking discussion and inspiring examination of the past and its ongoing significance in modern life, Contesting the Middle Ages is essential reading for students of medieval history and historiography.

Contesting the Middle Ages is a thorough exploration of recent arguments surrounding nine hotly debated topics. It is essential reading for students of Medieval history and historiography.

This book breaks with three common scholarly barriers of periodization, discipline and geography in its exploration of the related themes of heresy, magic and witchcraft. It sets aside constructed chronological boundaries, and in doing so aims to achieve a clearer picture of what ‘went before’, as well as what ‘came after’. Thus the volume demonstrates continuity as well as change in the concepts and understandings of magic, heresy and witchcraft. In addition, the geographical pattern of similarities and diversities suggests a comparative approach, transcending confessional as well as national borders. Throughout the medieval and early modern period, the orthodoxy of the Christian Church was continuously contested. The challenge of heterodoxy, especially as expressed in various kinds of heresy, magic and witchcraft, was constantly present during the period 1200-1650. Neither contesters nor followers of orthodoxy were homogeneous groups or fractions. They themselves and their ideas changed from one century to the next, from region to region, even from city to city, but within a common framework of interpretation. This collection of essays focuses on this complex.

As the Roman Empire in the west crumbled over the course of the fifth century, new polities, ruled by 'barbarian' elites, arose in Gaul, Hispania, Italy, and Africa. This political order occurred in tandem with growing fissures within Christianity, as the faithful divided over two doctrines, Nicene and Homoian, that were a legacy of the fourth-century controversy over the nature of the Trinity. In this book, Marta Szada offers a new perspective on early medieval Christianity by exploring how interplays between religious diversity and politics shaped post-Roman Europe. Interrogating the ecclesiastical competition between Nicene and Homoian factions, she provides a nuanced interpretation of religious dissent and the actions of Christians in successor kingdoms as they manifested themselves in politics and social practices. Szada's study reveals the variety of approaches that can be applied to understanding the conflict and coexistence between Nicenes and Homoians, showing how religious divisions shaped early medieval Christian culture.

Where medieval Denmark and Scandinavia as a whole has often been seen as a cultural backwater that passively and belatedly received cultural and political impulses from Western Europe, Professor Michael H. Gelting and scholars inspired by him have shown that the intellectual, religious and political elite of Denmark actively participated in the renaissance and reformation of the central and later medieval period. This work has wide ramifications for understanding developments in medieval Europe, but so far the discussion has taken place only in Danish-language publications. This anthology brings the latest research in Danish medieval history to a wider audience and integrates it with contemporary international discussions of the making of the European middle ages.

This collection is about writing contests, a vibrant rhetorical practice traceable to rhetorical performances in ancient Greece. In their discussion of contests’ cultural work, the scholars who have contributed to this collection uncover important questions about our practices. For example, educational contests as epideictic rhetoric do indeed celebrate writing, but does this celebration merely relieve educators of the responsibility of finding ways for all writers to succeed? Contests designed to reward single winners and singly-authored works admirably celebrate hard work, but do they over-emphasize exceptional individual achievement over shared goals and communal reward for success? Taking a cultural-rhetorical approach to contests, each chapter demonstrates the cultural work the contests accomplish. The essays in Part I examine contests and riddles in classical Greek and Roman periods, educational contests in eighteenth-century Scotland, and the Lyceum movement in the Antebellum American South. The next set of essays discusses how contests leverage competition and reward in educational settings: medieval universities, American turn-of-the-century women’s colleges, twenty-first century scholarship-essay contests, and writing contests for speakers of other languages at the University of Portsmouth. The last set of essays examines popular contests, including poetry contests in Youth Spoken Word, popular American contests designed by marketers, and twenty-first century podcasting competitions. This collection, then, takes up contests as a cultural marker of our values, assumptions, and relationships to writing, contests, and competition.

Games can act as invaluable tools for the teaching of the Middle Ages. The learning potential of physical and digital games is increasingly undeniable at every level of historical study. These games can provide a foundation of information through their stories and worlds. They can foster understanding of complex systems through their mechanics and rules. Their very nature requires the player to learn to progress. The educational power of games is particularly potent within the study of the Middle Ages. These games act as the first or most substantial introduction to the period for many students and can strongly influence their understanding of the era. Within the classroom, they can be deployed to introduce new and alien themes to students typically unfamiliar with the subject matter swiftly and effectively. They can foster an interest in and understanding of the medieval world through various innovative means and hence act as a key educational tool. This volume presents a series of essays addressing the practical use of games of all varieties as teaching tools within Medieval Studies and related fields. In doing so it provides examples of the use of games at pre-university, undergraduate, and postgraduate levels of study, and considers the application of commercial games, development of bespoke historical games, use of game design as a learning process, and use of games outside the classroom. As such, the book is a flexible and diverse pedagogical resource and its methods may be readily adapted to the teaching of different medieval themes or other periods of history.